| 000 | 08879cam a2200505Ii 4500 | ||
|---|---|---|---|
| 001 | ocn959618097 | ||
| 003 | OCoLC | ||
| 005 | 20190328114816.0 | ||
| 006 | m o d | ||
| 007 | cr mn||||||||| | ||
| 008 | 160930t20172017ne ob 001 0 eng d | ||
| 040 |
_aN$T _beng _erda _epn _cN$T _dN$T _dOPELS _dIDEBK _dYDX _dOCLCQ _dOCLCF _dQCL _dOCLCQ _dTEFOD _dOCLCQ _dOSU _dMERER _dOCLCQ _dU3W _dBRX _dTKN |
||
| 019 | _a959910544 | ||
| 020 |
_a9780081006801 _q(electronic bk.) |
||
| 020 |
_a0081006802 _q(electronic bk.) |
||
| 020 | _z9780081006733 | ||
| 020 | _z008100673X | ||
| 035 |
_a(OCoLC)959618097 _z(OCoLC)959910544 |
||
| 050 | 4 | _aLB149 | |
| 072 | 7 |
_aPSY _x031000 _2bisacsh |
|
| 082 | 0 | 4 |
_a302.2244 _223 |
| 245 | 0 | 0 |
_aPathways into information literacy and communities of practice : teaching approaches and case studies / _h[electronic resource] _cedited by Dora Sales and Mar�ia Pinto. |
| 264 | 1 |
_aAmsterdam : _bChandos Publishing, _c2017. |
|
| 264 | 4 | _c�2017 | |
| 300 | _a1 online resource (xxxiii, 260 pages). | ||
| 336 |
_atext _btxt _2rdacontent |
||
| 337 |
_acomputer _bc _2rdamedia |
||
| 338 |
_aonline resource _bcr _2rdacarrier |
||
| 490 | 1 | _aChandos information professional series | |
| 520 | _aPathways into Information Literacy and Communities of Practice: Teaching Approaches and Case Studies considers the specific information literacy needs of communities of practice. As such, the book fills a gap in the literature, which has treated information literacy extensively, but has not applied it to the area of communities of practice. Since every community of practice generates, seeks, retrieves, and uses resources and sources related to the cognitive structure being researched or studied, and the tasks being performed, the need arises to undertake studies focused on real user communities, especially at a graduate level. This edited collection presents contributions from an international perspective on this key topic in library and information science. Contributions are arranged into two sections, the first exploring teaching and learning processes, and the second presenting case studies in communities of practice, including, but not limited to, health, research environments, college students, and higher education. | ||
| 504 | _aIncludes bibliographical references and index. | ||
| 505 | 0 | 0 |
_gpt. I _tPERSPECTIVES ON INFORMATION LITERACY TEACHING -- _g1. _tInformation Literacy and Critical Thinking: Context and Practice / _rA. Grafstein -- _g1.1. _tIntroduction -- _g1.2. _tBackground and History -- _g1.3. _tInformation Literacy Standards and Rubrics -- _g1.4. _tInformation Literacy Contextualized -- _g1.5. _tCritical Thinking: Research In Context -- _g1.6. _tConclusion -- _tReferences -- _g2. _tInquiry Learning: A Pedagogical and Curriculum Framework for Information Literacy / _rM. Lupton -- _g2.1. _tIntroduction -- _g2.2. _tInquiry and the Need for Information -- _g2.3. _tInquiry Learning Pedagogy -- _g2.4. _tGenerative Questioning Frameworks: Teaching Strategies and Techniques -- _g2.5. _tGeneric, Situated, Transformative, and Expressive Windows -- _g2.6. _tImplementing Inquiry Learning -- _g2.7. _tConclusion -- _tReferences -- _g3. _tInformation Literacy and Flipped Learning / _rB. Akkoyunlu -- _g3.1. _tIntroduction -- _g3.2. _tBlended Learning -- _g3.3. _tFlipped Learning -- _g3.4. _tConclusions and Recommendations -- _tAcknowledgment -- _tReferences -- _g4. _tInclusion of Information Literacy in the Curriculum Through Learning Communities and Action Research / _rJ. Cortes-Vera -- _g4.1. _tIntroduction -- _g4.2. _tCurricular Inclusion of IL to Transform Academic Activities -- _g4.3. _tIdentification of Curricular Transversality -- _g4.4. _tDesign and Implementation of Alternative Training Courses on Information Literacy -- _g4.5. _tDesigning an Information Literacy Model With a Systemic Vision -- _g4.6. _tFrom the Traditional Classroom to LC -- _g4.7. _tAR as a Methodology for Asserting Information Skills -- _g4.8. _tMethodology -- _g4.9. _tDidactic Planning Phase -- _g4.10. _tImplementation Phase -- _g4.11. _tIntegrating LC -- _g4.12. _tApplying AR In Academic Activities -- _g4.13. _tAcademic Evaluation Phase -- _g4.14. _tAnalysis of Results: Description of the Main Findings -- _g4.15. _tConclusions -- _tReferences -- _g5. _tThe Scoring Rubric for Information Literacy as a Tool for Learning / _rH. Joosten -- _g5.1. _tIntroduction -- _g5.2. _tWhat Is a Rubric and How Can It Be Used? -- _g5.3. _tThe Scoring Rubric for Information Literacy -- _g5.4. _tCase of the Bachelor of ICT at the Hague University -- _g5.5. _tInformation and Media Studies -- _g5.6. _tHow the Rubric Is Used In the Classroom to Assess the Small Assignments (Peer Assessment and Peer Feedback) -- _g5.7. _tDescription of the Final Assignment (Summative Assessment) -- _g5.8. _tBusiness and Management -- _g5.9. _tDiscussion -- _tReferences -- _gAppendix A _tScoring Rubric for Information Literacy -- _gAppendix B _tScoring Rubric for Information Literacy -- Report Skills -- _gpt. II _tON INFORMATION LITERACY PROGRAMS -- _g6. _tThe Relevance of Communicative Competence in the Context of Information Literacy Programs / _rF.-J. Garcia-Marco -- _g6.1. _tOverview -- _g6.2. _tCommunication and the Cycle of Knowledge -- _g6.3. _tCommunicating Knowledge: General Aspects -- _g6.4. _tEffective Private Communication -- _g6.5. _tPublic Presentations: Classes, Seminars, and Conferences -- _g6.6. _tInternet Publishing -- _g6.7. _tFormal Scientific Publication -- _g6.8. _tProviding for Dissemination and Retrieval -- _g6.9. _tAssessment of the Communicative Success: Monitoring Impact and Obtaining Feedback -- _g6.10. _tImplementing the Communicative Competence in IL Programs -- _g6.11. _tConclusions -- _tReferences -- _g7. _tInformation Culture and Information Literacy as a Scientific Direction and a Field of Educational Activities in Russia / _rN. Gendina -- _g7.1. _tMain International Approaches to the Information Culture Researches -- _g7.2. _tThe History of Formation of Information Culture as an Independent Scientific Direction and Educational Practice in Russia -- _g7.3. _tInformation Culture: Multidisciplinarity, Interdisciplinarity, and Transdisciplinarity -- _g7.4. _tTypes and Components of Information Culture -- _g7.5. _tDoctrine of Formation of Person's Information Culture -- _g7.6. _tInformation Culture as an Academic Discipline -- _g7.7. _tModel of Discipline "Principles of Personal Information Culture" -- _g7.8. _tMedia and Information Literacy in the Structure of the Course "Principles of Person's Information Culture": The Experience of the Implementation of UNESCO and IFLA Ideas -- _g7.9. _tTheoretical Complexity of Integrating Media and Information Literacy -- _g7.10. _tMechanism of Integration of Media Literacy in the Content of the Course "Principles of Person's Information Culture" -- _g7.11. _tInclusion of Media Literacy Into the Content of the Course "Principles of Person's Information Culture": Problems and Prospects -- _g7.12. _tConclusion -- _tReferences -- _gpt. III _tPRACTICING INFORMATION LITERACY: ACADEMIC AND SCHOLAR CONTEXTS -- _g8. _tToward a Community of Epistemological Practice: A Case Study of Adult Returners to Higher Education / _rB. Johnston -- _g8.1. _tIntroduction -- _g8.2. _tAdult Returners to Higher Education: Transition, Engagement, and CofPs -- _g8.3. _tOur Case Study: Learning and IL Practices in Adult Returners -- _g8.4. _tLearning Strategies -- _g8.5. _tIL: Trust, Authority, Judgment, and Skills -- _g8.6. _tIL and CofPs -- _g8.7. _tCommunities of Practice -- _g8.8. _tEpistemological Development: Critical Thinking and Metacognition -- _g8.9. _tCritical Thinking -- _g8.10. _tConclusion -- _tReferences -- _g9. _tInformation Literacy Requirements for Open Science / _rC. Basili -- _g9.1. _tScholarly Information Literacy as a Variable Dependent From Scholarly Communication -- _g9.2. _tAcademic Social Media as New Forms of Scholarly Communication -- _g9.3. _tThe Open Science Goal -- _g9.4. _tACRL Framework for Information Literacy for Higher Education as a Basis for Scholarly Inquiry -- _g9.5. _tScholarly Information Literacy Requirements in the Current Open Science Environment: The Resulting Picture -- _g9.6. _tConcluding Remarks -- _tReferences. |
| 588 | _aDescription based on print version record. | ||
| 650 | 0 |
_aLiteracy _xStudy and teaching _vCase studies. |
|
| 650 | 7 |
_aPSYCHOLOGY _xSocial Psychology. _2bisacsh |
|
| 650 | 7 |
_aLiteracy _xStudy and teaching. _2fast _0(OCoLC)fst00999888 |
|
| 655 | 7 |
_aCase studies. _2fast _0(OCoLC)fst01423765 |
|
| 655 | 0 | _aElectronic books. | |
| 655 | 4 | _aElectronic books. | |
| 700 | 1 |
_aSales, Dora, _eeditor. |
|
| 700 | 1 |
_aPinto Molina, Mar�ia, _eeditor. |
|
| 776 | 0 | 8 |
_iPrint version: _tPathways into information literacy and communities of practice. _dCambridge, MA : Chandos Publishing is an imprint of Elsevier, [2017] _z9780081006733 _w(OCoLC)960704227 |
| 830 | 0 | _aChandos information professional series. | |
| 856 | 4 | 0 |
_3ScienceDirect _uhttp://www.sciencedirect.com/science/book/9780081006733 |
| 999 |
_c247436 _d247436 |
||